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Super Sites for Conservation Education – Okia

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Super Sites for Conservation Education – Okia Super Sites for Conservation Education – Okia 1 2 CONTENTS Using this resource 4 Pre and Post Visit Activities 6 Site Maps 8 Okia Reserve: Site Information 9 Site Activities 12 Activity 1: Nature awareness scavenger hunt 12 Activity 2: Who lives here? 13 Activity 3: Sand works 14 Activity 4: Changing world 15 Activity 5: Poetry 17 Activity 6: Sign of life 18 Activity 7: True or false 19 Activity 8: Reporting from Okia Reserve 20 Related Resources (including websites) 21 Resource Evaluation Form 3 USING THIS RESOURCE This resource kit is designed to help you plan exciting and educational conservation learning experiences outside the classroom. Background information on Okia Reserve and neighbouring Victory Beach introduces you to the key points of interest at the site. A list of related resource material is included to guide you to more in-depth information. To help you get the most out of your site visit, a range of on-site activities have been suggested, together with ideas for pre and post visit activities. CROSS-CURRICULAR OR SPECIALISED. Site visits can be used to meet goals from specific curriculum areas, or different curriculum areas simultaneously. A trip might be planned to meet objectives from the place and environment strand in the Social Studies curriculum, the living world strand of the Science curriculum, and healthy communities and environments from the Health and Physical Education curriculum. Skills and attitudes can similarly be selected from across the range of curriculum documents. Example: Science Curriculum Strand: Making Sense of the Living World – Students could be learning by: Level 1 Reading books about the main features of coastal animals and plants. Level 2 Finding out about what happens to the animals in a coastal environment when people behave irresponsibly. Level 3 Constructing a photograph collage of the land forms at Okia reserve to familiarise themselves with the environment. Level 4 Conducting a field survey at Okia Reserve to observe the main features of the wildlife and their feeding habits. Level 5 Making a poster of geological events such as volcanic eruptions in the local area in the past. Level 6 Investigating the management of a replanting programme. Level 7 Developing a photographic record of geological and/or geographical features of the local area to illustrate the information contained in a map of the region they have prepared. 4 In planning your programme, it is recommended that you refer to the Ministry of Education’s Guidelines for Environmental Education in New Zealand Schools. The Guidelines identify environmental education opportunities in the national curriculum statements. Copies are available from Learning Media, Box 3293 Wellington. EDUCATION FOR THE ENVIRONMENT. Take the opportunity to make students aware that the places they are about to visit are part of the heritage of all New Zealanders and therefore the responsibility of all to care for. The Environmental Care Code in the margin is a good resource for reinforcing this point. SAFETY Schools are reminded of the need to prepare a risk analysis and management plan for their visit. Helpful documents include: • Education Outside the Classroom: Guidelines for Best Practice (Ministry of Education, 1995). • Managing Risks in Outdoor Activities (Mountain Safety Manual 27, 1993). • Water Safety Across the Curriculum (Water Safety New Zealand, 2000). ENVIRONMENTAL CARE CODE CHECKLIST • Protect plants and animals • Remove rubbish • Bury toilet waste • Keep streams and lakes clean • Take care with fires • Camp carefully • Keep to the track • Consider others • Respect our cultural heritage • Enjoy your visit Protect the environment for your own sake, for the sake of those who come after you, and for the environment itself. 5 Pre and post activities Planning good lead-in and follow-up activities will help you get the best value from a field trip. If students have some formative ideas about what they might be about to find, they will observe in a more focussed way. The activities suggested below can be adapted to the age/level of your students. Pre visit • Locate the site on a map. Work out its distance from the school and how long it will take to get there. Talk about how people would have travelled there in the past, before cars. How long would it take to get there on foot? • List the marine mammals and birds you would expect to find in the coastal environment. • List all the things students like and dislike about the coastal environment. What is the reason for these views? Why do they think the way they do? At the end of the study re-examine these views and see if any have changed. • Brainstorm (in small groups) the meaning of specific words related to the topic, e.g. native, introduced, habitat, adaptation, ecosystem. Begin to build a class bank of key words that can be used when seeking information from books, web-sites, resource people. • Compile a chart “Things we already know about Okia Reserve”. • Compile a chart of questions the students want to find answers to on their visit to Okia Reserve. • Visit the Otago Museum to investigate the lifestyle of Maori in settlements on Otago’s coastal areas. Invite a local kaumatua to talk to the class about the history and cultural value of the area. • What do the students know about the Dunedin City Council reserves, and the Yellow-eyed Penguin trust? What do they know about DOC? Check out websites and find out which people do what. • Visiting outdoor areas usually requires special gear and there are safety issues to take into account. Have students list the clothing and other gear they think they will need on the trip. Discuss a brief for and design a weather-proof suit or jacket with plenty of pockets and extra features like a waterproof seat. Discuss the dnager of tree nettle and first aid treatment. • Design an outdoor safety code. Appoint class members to help apply it on the day. • Use maps and other resources to gather information about the geology and geography of the area. • Examine issues related to the history of the site – e.g. its geological history (volcanic activity), location and strategic importance; evidence of past occupation and uses. Which groups of people have lived in or used the area in the past, and for what purposes? • Examine the roles of people who work in or help to look after natural areas. Who are they? What do they do? 6 • Working in groups of four or five get students to plan a radio documentary on Okia Reserve. – Get them to research some background information about the area and identify some points of interest that they want to report on. – Allocate roles to the group members: one student can be the reporter, one can be the programme producer and the other students can be given roles as interview subjects. For example, one could be a member of the Yellow-eyed Penguin Trust talking about why the group wants to protect the reserve, another could be a local historian and another could be given the role of a fur seal or sea lion and interviewed for her/his view on why it’s important to protect the area (for help, see www.yellow-eyedpengiun.org.nz). – The reporter and producer will need to draw up a list of questions to ask. The other members of the group can draw up character profiles, stating the character’s name and summarising his/her background and viewpoint. • Begin a study of a plant or animal that lives in the coastal or marine environment that you will visit. Find out as much as you can about its main features, feeding habits, natural predators, introduced predators, its status, its uses, its size at different stages of its life cycle, etc. This study can be added to following the visit. Post Visit • Create a coastal collage along a wall of the classroom. Add pictures or models of birds. Make silhouettes of birds in flight to adorn the ceiling. • If photos were taken of the landforms at the reserve, use them to construct a photo collage. • Add to the plant/animal study begun prior to the visit. • Draw plants and animals that make a food chain and/or cut them out. Arrange them into a food chain or, for more advanced students, build up a food web. • Find out about the work being done by the Yellow-eyed Penguin Trust and others at Okia Reserve. Look for ways your class might be able to help, for example, assisting with re-planting or growing seedlings. • Write a report for your school newsletter on the visit to Okia Reserve to tell people what you learnt. • Use clay or play dough to make a model of the “Pyramids” at Okia Reserve and the wildlife that live in the area e.g. sea lions, fur seals, yellow eyed penguins. Discuss or write about the role each of these species plays in this ecosystem. • Design a board game where players win points for taking action to protect the reserve and lose points for activities that damage the environment. For example, one square could read “Thanks to your replanting efforts, numbers of yellow-eyed penguins nesting in the reserve have increased this year. Earn 10 points”. The next square may read “Your dog gets loose in the reserve and kills three blue Yellow-eyed penguin penguins. Lose 15 points”. • Find out about other reserves in your area. Plot the reserves you have found on a map. What does being a “reserve” mean? • Recreate the debate in Parliament about the Conservation Act that set up the Department of Conservation in 1987. Have speakers for and against – including some who would like more of New Zealand’s land and sea to be protected.
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